簡易檢索 / 詳目顯示

研究生: 邱振源
Chiou, Jen-Yuan
論文名稱: 十字交乘法之遊戲式學習活動設計與教學成效評估
Design a Game-Based Environment for Learning Factoring Quadratic Trinomials
指導教授: 左台益
Tso, Tai-Yih
學位類別: 碩士
Master
系所名稱: 數學系
Department of Mathematics
論文出版年: 2018
畢業學年度: 106
語文別: 中文
論文頁數: 73
中文關鍵詞: 十字交乘法APOS理論遊戲式學習教學指引觸控
英文關鍵詞: Factoring Quadratic Trinomials, APOS Theory, Game-Based Learning, Teaching guidelines, Touchscreen
DOI URL: http://doi.org/10.6345/THE.NTNU.DM.004.2018.B01
論文種類: 學術論文
相關次數: 點閱:193下載:32
分享至:
查詢本校圖書館目錄 查詢臺灣博碩士論文知識加值系統 勘誤回報
  • 本研究之目的在設計觸控裝置上的十字交乘法遊戲式學習活動,透過遊戲情境激發學生的內在動機,使學生樂於練習並主動發展解題策略,以幫助學生理解十字交乘法的概念,並掌握將首項係數為一的二次多項式因式分解之運算。本研究使用Flash 與 ActionScript 3.0 設計十字交乘法之遊戲式學習活動,透過APOS理論安排十字交乘法的作業,依據遊戲式學習的相關理論建構遊戲情境,並將十字交乘法的學習內容與遊戲情境中過關所需的遊戲技巧進行內在整合,形成十字交乘法遊戲式學習活動。
    本研究針對122名國中八年級學生進行實驗教學。採用2×2實驗設計,在遊戲式學習活動中以有無教學指引、觸控介面或滑鼠介面兩項變因為核心,形成四組實驗組,再以一組觸控介面上無遊戲情境有教學指引作為對照組,共分為五組。經由分析其前後測以及認知負荷與感受量表,再透過組間比較而探討有無教學指引、有無遊戲情境、觸控介面或滑鼠介面三項因素對學生在本學習活動中學習成效與認知負荷感受上的差異。
    主要研究結果顯示五組學生在十字交乘法基本題前後測進步分數均達顯著水準。有無教學指引與觸碰滑鼠介面之雙因子間有交互作用,在觸控介面下無教學指引組前後測進步分數顯著優於有教學指引組;在滑鼠介面下有教學指引組前後測進步分數優於無教學指引組,但未達顯著差異。在觸控介面下無遊戲情境組十字交乘法基本題前後測進步分數與有遊戲情境組並無顯著差異;但在後測的遷移問題上無遊戲情境組顯著優於有遊戲情境組。
    以學習成就與投入努力為軸分析五個組別的效率與投入情形,投入程度無教學優於有教學,有遊戲優於無遊戲;另外,在觸控介面、有遊戲情境、無教學指引位於高效率且高投入的區域。
    本研究結合APOS理論與遊戲式學習理論發展出的十字交乘法的學習活動,使五組學生在十字交乘法基本題前後測進步分數均達高度顯著水準,可做為未來開發中學代數學習活動設計的參考。

    第一章 緒論 1 第一節 研究背景與動機 1 第二節 研究目的與問題 5 第三節 研究限制 6 第二章 文獻探討 7 第一節 十字交乘法與中學數學課程架構 7 第二節 APOS學習理論 11 第三節 遊戲式學習 16 第四節 觸控裝置與體現認知 19 第三章 研究方法 21 第一節 研究設計 21 第二節 研究對象 23 第三節 研究流程 24 第四節 研究工具 25 第四章 十字交乘法遊戲式學習活動 28 第一節 學習活動 28 第二節 遊戲活動 37 第三節 結合操縱變因 44 第五章 研究結果 47 第一節 各組間學習表現之差異 47 第二節 各組間認知負荷與感受之差異 53 第三節 學習效率與投入 56 第六章 結論與建議 60 第一節 結論 60 第二節 建議 61 參考文獻 63 附錄 68 附錄一 多項式與因式分解測驗(前測) 68 附錄二 感受量表 69 附錄三 利用十字交乘法因式分解(後測) 72

    中文部分
    教育部(2008)。97年國民中小學九年一貫課程綱要。台北市:教育部。
    王偉斌 (2013)。動態視覺化觸控式學習環境之實作:以國中多項式的乘法為例(碩士論文)。國立臺灣師範大學,臺北市。
    呂鳳琳 (2010)。幾何證明不同文本呈現方式對學生認知負荷與閱讀理解影響之研究(未出版之碩士論文)。國立臺灣師範大學,臺北市。
    林宛蓁(2012)。八年級學生因式分解單元錯誤類型之分析研究(碩士論文)。
    林美娟(2010)。高雄市國二學生解一元二次方程式錯誤類型之分析研究。未出版碩士,高雄師範大學數學系,台北市。
    郭文智(2017)。國中二年級學生在數學科「因式分解」概念的學習成效之探討-以臺南市麻豆區麻豆國中為例(碩士論文)。
    張基成、林冠佑(2016)。從傳統數位學習到遊戲式數位學習-學習成效、心流體驗與認知負荷。科學教育學刊,24(3),221-248。doi:10.6173/CJSE.2016.2403.01
    蔡福興、游光昭、蕭顯勝(2010)。影響數位遊戲式學習行為與學習遷移成效之因素探討。教育科學研究期刊,55(2),167-206。
    劉家均(2014)。國小等量公理數位遊戲學習行為、動機與心流類型之個案研究(碩士論文)。

    英文部分
    Abt, C. C. (1970). Serious games. University Press of America.
    Annetta, L. A., Minogue, J., Holmes, S. Y. & Cheng, M.-T. (2009). Investigating the impact of video games on high school students’ engagement and learning about genetics. Computers & Education, 53(1), 74-85.
    Abrahamson, D., & Lindgren, R. (2014). Embodiment and embodied design. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (2nd Edition). Cambridge, MA: Cambridge University Press
    Asiala, M., Brown, A., DeVries, D., Dubinsky, E., Mathews, D. & Thomas, K.(1996)。A framework for research and curriculum development in undergraduate mathematics education。Research in collegiate mathematics education,2(3),1-32。
    Bernard, J., Ramirez, O. & Villalobos, C. (2017). Using Technology to Determine Factorability or Non-factorability of Quadratic Algebraic Trinomials. In P. Resta & S. Smith (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1901-1906). Austin, TX, United States: Association for the Advancement of Computing in Education (AACE).
    Boyle, E. A., Hainey, T., Connolly, T. M., Gray, G., Earp, J., Ott, M., Lim, T., Ninaus, M., Ribeiro, C., Pereira, J.: An update to the systematic literature review of empirical evidence of the impacts and outcomes of computer games and serious games. Computers & Education, (94), 178-192, 2016.
    Breidenbach, D., Dubinsky, E., Hawks, J. & Nichols, D. (1992). Development of the process conception of function. Educational Studies in Mathematics, 23(3), 247-285.
    Csikszentmihalyi, M.(1975)。Beyond boredom and anxiety.。Josey–Bass, San Francisco。
    Csikszentmihalyi, M. (1997). Finding flow: The psychology of engagement with everyday life. Basic Books.
    Dubinsky, E. & McDonald, M. (2002). Apos: A constructivist theory of learning in undergraduate mathematics education research. In D. Holton, M. Artigue, U. Kirchgräber, J. Hillel, M. Niss& A. Schoenfeld (Ed.) The teaching and learning of mathematics at university level, vol. 7, pp. 275-282. Springer Netherlands.
    Faghihi, U., Aguilar, D., Chatman, D., Gautier, N., Gholson, J., Gholson, J., … Maldonado-Bouchard, S. (2017). How to apply gamification techniques to design a gaming environment for algebra concepts. In G. Vincenti, A. Bucciero, M. Helfert, & M. Glowatz (Eds.), E-learning, e-education, and online training: Lecture notes of the Institute for Computer Sciences, social informatics and telecommunications engineering (Vol. 180, pp. 62–70). Cham, Switzerland: Springer International Publishing.
    Gray, E. M. & Tall, D. O.(1994)。Duality, ambiguity, and flexibility: A" proceptual" view of simple arithmetic。Journal for research in Mathematics Education,116-140。
    Habgood, M. J. & Ainsworth, S. E. (2011). Motivating children to learn effectively: Exploring the value of intrinsic integration in educational games. The Journal of the Learning Sciences, 20(2), 169-206.
    Hainey, T., Connolly, T., Stansfield, M. & Boyle, L. (2011). The use of computer games in education: A review of the literature. (Ed.) Handbook of research on improving learning and motivation through educational games. Hershey: Multidisciplinary approaches, idea-group publishing, isbn, vol. 1609604954.
    Hamari, J.; Shernoff, D.J.; Rowe, E.; Coller, B. Asbell-Clarke, J.; y Edwards, T. (2016). “Challenging games help students learn: An empirical study on engagement, flow and immersion in game-based learning”. Computers in Human Behavior, 54, pp. 170-179.
    Kafai, Y. B. (1996). Learning design by making games. (Ed.) Constructionism in practice: Designing, thinking and learning in a digital world, pp. 71-96.
    Kieran, C. (1992). The learning and teaching. (Ed.) Handbook of research on mathematics teaching and learning, pp. 390.
    Kieran, C. (2004). The core of algebra: Reflections on its main activities. (Ed.) The future of the teaching and learning of algebra the 12 th icmi study, pp. 21-33. Springer.
    Kieran, C. & Chalouh, L.(1993)。Prealgebra: The transition from arithmetic to algebra。Research Ideas for the Classroom, Middle Grades Mathematics,179-198。
    Kieran, C. & Drijvers, P.(2006)。The co-emergence of machine techniques, paper-and-pencil techniques, and theoretical reflection: A study of cas use in secondary school algebra。International Journal of Computers for Mathematical Learning,11(2),205-263。
    Kilgore, K. E. & Capraro, M. M.(2010)。A technological approach to teaching factorization。Journal of Mathematics Education,3(2),115-125。
    Lepper, M. R. & Malone, T. W. (1987). Intrinsic motivation and instructional effectiveness in computer-based education. In R. E. Snow& M. J. Farr (Ed.) Conative and affective process analysis, vol. 3, pp. 255-286. Hillsdale, N.J. : L. Erlbaum.
    Long, Y., & Aleven, V. (2014). Gamification of joint student/system control over problem selection in a linear equation tutor. In S. Trausan-Matu, K. E. Boyer, M. Crosby, & K. Panourgia (Eds.), Proceedings of the 12th International Conference on Intelligent Tutoring Systems, ITS 2014 (pp. 378–387). New York: Springer
    Magnussen, R. & Misfeldt, M. (2004). Player transformation of educational multiplayer games. Other Players.
    McLaren, B. M., Adams, D. M., Mayer, R. E., & Forlizzi, J. (2017). A Computer-based Game that Promotes Mathematics Learning More than a Conventional Approach. International Journal of Game-Based Learning (IJGBL), 7(1), 36-56.
    Michael, D. R. & Chen, S. L. (2005). Serious games: Games that educate, train, and inform. Muska & Lipman/Premier-Trade.
    National Council of Teachers of Mathematics (2000). Principles and standards for school mathematics (1). Natl Council of Teachers of.
    National Council of Teachers of Mathematics (2008). The role of technology in the teaching and learning of mathematics. from http://www.nctm.org/about/content.aspx?id=14233.
    Pearce, J. M., Ainley, M., & Howard, S. (2005). The ebb and flow of online learning. Computers in Human Behavior, 21(5), 745-771.
    Porter, D. B. (1995). Computer games: Paradigms of opportunity. Behavior Research Methods, Instruments, & Computers, 27(2), 229-234.
    Prensky, M. (2001). Fun, play and games: What makes games engaging. In M. Prensky (Ed.), Digital game-based learning (pp. 16-47). New York, NY: McGraw-Hill.
    Prensky, M. (2007). Digital game-based learning. New York, NY: McGraw-Hill.
    Ryan, R. M. & Deci, E. L. (2010). Intrinsic motivation inventory. from http://www.psych.rochester.edu/SDT/measures/word/IMIfull.doc.
    Siew, N. M., Geofrey, J., & Lee, B. N. (2016). Students’ algebraic thinking and attitudes towards algebra: the effects of game-based learning using Dragonbox 12+ app. The Electronic Journal of Mathematics & Technology, 10(2).
    Shaffer, D. W., Halverson, R., Squire, K. R. & Gee, J. P. (2005). Video games and the future of learning. Wcer working paper no. 2005-4. Wisconsin Center for Education Research.
    Shapiro, L. (2011). Embodied Cognition. New York: Routledge Press
    Vollmeyer, R. & Rheinberg, F. (2000). Does motivation affect performance via persistence? Learning and Instruction, 10(4), 293-309.

    下載圖示
    QR CODE